Using current mind/brain research, this paper explores the "hidden curriculum" in the contexts of teaching, learning and supervision. It explains ways in which current research on the nature of learning can fit into today's typical, "clinical" teaching techniques. The importance of respecting individual modes of learning is stressed; further to this, a merger between creating the conditions for learning and learning itself is proposed. Supervisors and teachers who bring this research into their schools can further professionalize the jobs of educators. The paper is based upon findings in educational theory, psychology, mind/brain and neurological research; in most cases these research findings serve as foundations for actual classroom observations and findings made by the author over the past ten years. (Author)